将CURE引入离散数学课程及以后

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1576

Lipika Deka, Peri Shereen, Jeffrey O. Wand

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引用次数: 0

摘要

基于课程的本科生研究经历(CUREs)在硬科学领域已经得到了很好的发展，但在文献中几乎没有数学CUREs。与生物和化学一样，数学专业也缺乏研究经验，许多学生无法参加reu(本科生研究经验)等项目。CURE是一个很好的选择，但是当前的CURE定义(见[1])在应用于数学时存在潜在的障碍(例如时间、项目的新颖性)。我们对这些障碍的解决方案是开发一个数学治愈途径，让学生在目标课程中完成“数学治愈”。在完成课程(或部分课程)后，学生必须完成以下领域中至少一项的研究项目:李论、表示理论或组合学。本文的重点是在数学和计算机科学专业的离散数学课程中实现数学CURE。我们通过几个迭代来分享我们在开发和实施这个CURE方面的经验，以及通过从这个CURE中获得的参与者调查数据来分享CURE对学生体验的影响。

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Bringing a CURE into a Discrete Mathematics Course and Beyond

Course-based Undergraduate Research Experiences (CUREs) have been well developed in the hard sciences, but math CUREs are all but absent from the literature. Like biology and chemistry, math programs suffer from a lack of research experiences and many students are not able to participate in programs like REUs (Research Experiences for Undergraduates). CUREs are a great alternative, but the current definition of CURE (see [1]) has potential barriers when applied to mathematics (e.g. time, novelty of project). Our solution to these barriers was to develop a math CURE pathway in which students complete “Math CUREs” in targeted courses. After finishing the pathway (or part of the pathway), students complete a research project in at least one of the following areas: Lie theory, representation theory, or combinatorics. The focus of this paper is the math CURE implemented in a discrete mathematics course for math and computer science majors. We share our experiences with the development and implementation of this CURE over several iterations as well as the impact of the CURE on students experiences through participant survey data obtained from this CURE.

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.